Resumen de Prácticas pedagógicas y evaluativas en educación superior: un estudio en Colombia
Claudia Mónica Prieto Díaz, Felipe Andrés Patiño Sarmiento, Antonio León Gamma Bermúdez, Laura Vanessa Rincón Vargas
This text emerges from the development of an investigation whose intent was to acknowledge and contribute new perspectives on pedagogical and evaluative practices in the field of higher education in Colombia, taking the University of Santo Tomás as an object of study. The reflections generated here about pedagogical and evaluative practice in higher education are raised in response to a new relationship between disciplinary, pedagogical and didactic knowledge, within a framework of analysis oriented by description, interpretation, assessment and thematization as study categories, that is, in the descriptive-interpretative research perspective. It aims, on the one hand, at an understanding of the conceptions that teachers have about the epistemological and didactic principles manifested in their practice, and the conceptions that students construct as interlocutors of their practice; and on the other hand, at contributing elements that qualify and enhance the training and evaluation process that teachers carry out in the emerging relationship between disciplinary knowledge and pedagogical knowledge. The background question for all this is: What is the relationship between pedagogical and evaluative practices in higher education?
